Masoumeh Rahimi, Ehsan Bastanhagh, Ali Azemati, Ali Norouzi, Mahboobeh Khabaz Mafinejad
{"title":"Development and validation of the questionnaire of OSCE's educational effects.","authors":"Masoumeh Rahimi, Ehsan Bastanhagh, Ali Azemati, Ali Norouzi, Mahboobeh Khabaz Mafinejad","doi":"10.1111/jep.14205","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>One of the most common assessment tools for examining the competencies of health professionals is the Objective Structured Clinical Examination (OSCE).</p><p><strong>Methods: </strong>In this study, an Educational Effects of OSCE Questionnaire (EEOQ) was developed and validated in seven steps: (1) Reviewing the literature, (2) Holding focus groups, (3) Synthesizing the results of literature review and focus groups, (4) Developing items, (5) Evaluating content validity, (6) Conducting cognitive interviews, and (7) Implementing a pilot test.</p><p><strong>Results: </strong>The analysis of the literature review and focus groups revealed that the educational effects of OSCE are influenced by factors related to the test, the examiner, the peers, and the student. Initially, 22 items were developed, but one item was excluded based on the results of the I-CVR and I-CVI indices. In the Exploratory Factor Analysis, the KMO index was computed to be 0.85, and the significance of Bartlett's test of sphericity was confirmed (p < 0.001). The Total Variance Explained table showed that the educational effects of OSCE were grouped into four factors: content, structure, reflection and review, and feedback along with OSCE.</p><p><strong>Conclusions: </strong>This study found good evidence of validity and reliability for a questionnaire measuring the educational effects of OSCEs. It was discovered that OSCE can have different effects on student learning processes.</p>","PeriodicalId":15997,"journal":{"name":"Journal of evaluation in clinical practice","volume":" ","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of evaluation in clinical practice","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1111/jep.14205","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: One of the most common assessment tools for examining the competencies of health professionals is the Objective Structured Clinical Examination (OSCE).
Methods: In this study, an Educational Effects of OSCE Questionnaire (EEOQ) was developed and validated in seven steps: (1) Reviewing the literature, (2) Holding focus groups, (3) Synthesizing the results of literature review and focus groups, (4) Developing items, (5) Evaluating content validity, (6) Conducting cognitive interviews, and (7) Implementing a pilot test.
Results: The analysis of the literature review and focus groups revealed that the educational effects of OSCE are influenced by factors related to the test, the examiner, the peers, and the student. Initially, 22 items were developed, but one item was excluded based on the results of the I-CVR and I-CVI indices. In the Exploratory Factor Analysis, the KMO index was computed to be 0.85, and the significance of Bartlett's test of sphericity was confirmed (p < 0.001). The Total Variance Explained table showed that the educational effects of OSCE were grouped into four factors: content, structure, reflection and review, and feedback along with OSCE.
Conclusions: This study found good evidence of validity and reliability for a questionnaire measuring the educational effects of OSCEs. It was discovered that OSCE can have different effects on student learning processes.
期刊介绍：
The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
